人教版高中英语必修1教案Unit 4 Earthquakes.docx
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人教版高中英语必修1教案Unit4Earthquakes
人教版高中英语必修1教案Unit4Earthquaes
Unit4教学设计题：
Earthquaes教材分析与学生分析：
本单元的主题是“地震”。
aringUp部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。
Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。
LearningabutLanguage部分涉及了本单元的词汇和语法。
该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that,hih,h,hse引导的定语从句，培养学生的自主学习能力。
UsingLanguage部分的“读写说（Reading,ritingandspeaing）”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。
随后的听力（Listening）是一位美国人以第一人称叙述他在1906年旧金山大地震中的可怕经历。
写作（riting）部分训练学生如何写新闻报道，学会拟地定写作提纲。
时安排：
Thefirstperid:
Reading
Thesendperid:
ReadingThethirdperid:
ListeningThefrthPerid：
GraarThefifthperid:
ExtensivereadingThesixthperid:
Suar教学目标：
①
知识与技能：
了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援;掌握和运用本单元出现的新词汇和短语以及数字的表达法；熟练运用that,hih,h,hse引导的定语从句；学会写英文新闻报道，拟订写作提纲。
②
过程与方法：
在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。
阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。
救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。
因此可以将他们作为素材，设计多种任务，展开堂教学活动。
如：
1组织学生讨论震后孤儿的安置2模拟采访被抢救的矿工。
3写一篇新闻故事，描述救护人员和军队救灾的感人故事。
③
情感态度与价值观：
培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。
教学重点和难点：
词汇：
shae
rise
sell
pnd
burst
anal
stea
dirt
ruin
inure
destr
bri
da
useless
steel
sh
quae
resue
eletriit
disaster
ar
rganize
bur
al
ine
shelter
fresh
perent
speeh
hnrprepare
Eurpe短语：
atanend
rightaa
digut
anuberf
giveut
thusandsf重点语法项目：
由that,hih,h,hse引导的定语从句难点：
1Teahthestudentshtenanartile
2Teahthestudentstheatexpresstheselves3Theusageftherdsfthat,hih,handhse教学策略：
Student-enteredethd,asingandansering,explainingandpratiing,readinganddisussin,speaingandlistening,pairr教学煤体设计：
Apretrandatapererder教学过程：
详见以下分时教学设计。
堂练习与外作业设计：
穿插于分时教学设计中教学反思或值得改进的地方：
见每个时最后部分。
THEFIRSTPERID:
READINGStepI
RevisinhetheheriththehlelassStepIIaringupAsthestudentstreadtheinstrutinsandaesurethenhattd,andthenhaveadisussinabutthetpituresT:
Tda,befreebeginurreading,I’dlietasuaquestin,“hatisthebiggestsunduhaveheardinurlife?
”S1:
ThesundfindthatbleinainternighthenIasverungItsundedlieaghsthashlingIasverfrightenedatthattieS2:
ThebiggestniseasthenethatIheardhenneighbrasquarrellingithhisifePerhaps,thebretheirTVsetT:
That’stterribleS3:
ThenisehenplanestaeffS4:
ThesundftrainsT:
Gd!
IagreethatallfthearebigsundButdiduneheardthesundthattheheavenfallsandtheearthras,inhineseitis天崩地裂?
Ss:
N,ehavenhanethearthatT:
Ifthereisasundliethis,hatisit?
S:
hensenehearssethingunexpetedandterribleFrexaple,hennefhislvedfailiesdies,heillfeelthissundT:
Terrifi!
uareusingaliteraratexpressthesundS6:
henanearthquaehappensT:
Great!
IhaveaitedfrthisanserfralngtieTdae’lllearnsethingabutearthquaesIthinstfushaveheardfearthquaesanuiaginehterribleitis?
S7:
TheearthisshaingAllthebuildingsillfalldnS8:
anpepleilldieAndperhapsanhildrenilllsetheirparentsT:
eah,earthquaesaredisastersteverbdNlatthetpituresfTangshanandSanFranisanudesribehatuseeinthepitures?
S1:
TangshanisabeautifulitIthasbeautifulgardens,bradradsandsetallbuildingsS2:
FrthepiturefSanFranis,Ianseethatitisaverbigit
ThereareantallbuildingsthilstandingntheearthIthintheppulatinftheitisverlargeT:
Gd!
hatillhappeniftherehasbeenabigearthquaeinthesetities?
rinpairsanddisussitThenI’llassefutshurpininStepIII
Pre-readingTherearetquestinsinthispartBthareverinterestingThefirstneanrerlessrevealthestudents’values;hilethesendneanenlargetheiriaginatinNatterhattheiransersare,aslngasthehavegivenarefulthughtstthesituatins,theiransersshuldbegdT:
N,let’slatthepitureshatarethepreditinsfanearthquae?
S1:
Befreanearthquaeanialsillbeenervuss,pigs,hrsesanddgsillbeupsetAndpepleanseeierunningabutIftheearthquaehappensduringinter,pepleanevenseesnaesT:
Terrifi!
heredidugetthisnledge?
S1:
FrgegraphIlieitT:
gdSitdnpleaseS2:
ada,Idn’tntheeaningfthepitureithtenT:
Itdesn’tatteruillnitsnafterreadingurtextIaginethereisanearthquaen,andurheisshaing,atthisentuhaventiettaeantherthingsbutne,hatillitbe?
S3:
I’lltaeallnePeplean’tliveithutneS4:
IilltaeasuhateraspssibleBeauseitissaidthatpepleaneepalivefrnearl7dasbdriningithutanfdS:
Inthatase,I’drathertaeseapples,sthatbesidesdrining,IanalseatS6:
IillarrgrandaSheisstlvedpersninthisrldShebrughteupT:
hatadutifulhilduare!
I’vergladthearthatSitdnplease!
ItseesthatallfunhatushulddduringanearthquaeLet’sreadurtext,andseehatittellsusStepIV
ReadingInthispart,teahershuldasthestudentstreadthepassagequilfrthefirsttietgetthegeneralideafthepassageAsthetpaattentintthefirstsentenefeahparagraph
Thisanhelpthefinishexerise3inprehentinItisabuttheainideafeahparagraphThenasthetreadthetextagainarefulltbtainsedetailsBefrereadingfrthesendtie,shsequestinsnthesreen,andletthestudentsreadthequestinsfirstThesequestinsanguidethethaveagdunderstandingabutthetextTheanalsaepreparatinsfrExs1-2,hihareabutdetailsSiingT:
AtfirstI’dlietreadthetextquiltgetthegeneralideaftheartile
hilereading,ushuldpaattentintthesentenefeahparagraphT:
Haveugtthegeneralideafthetext?
Ss:
esT:
hatisit?
S1:
ThereisnquiansertthisquestinAreusuggestingusthatthegeneralideaistheixturefthefirstsentenesfeahparagraph?
T:
SureS1:
That’seasTheainideafthepassageissesignsftheearthquae,andhatuldhappenduringthequaeT:
Gd,sitdnpleaseInfat,hileeareanseringthequestins,ehaveinvlvedthesequene,thefuntinalitefrthisunitDuunderstandtheeaningftherd?
Ss:
NT:
SequeneeanstherderftheeventsItantellushiheventhappensfirst,andhihhappenslater
Dunthesequenethatisusedinurtext?
S3:
esAtfirst,thetexttellsussethingthathappenedbefrethequae,thenittellsusthethingsthathappenedduringthequaeandatlastittellsusthethingsthathappenedaftertheearthquaeT:
Quiteright!
Npleaselatthesreen,thesearethefirstsentenesfeahparagraph
ReadtheandthinifthearetheainideafthetextIfneessar,uaaesehangestaereexatTeahershsthesreenandgivesalittletietthinitver1
StrangethingserehappeningintheuntrsideinthenrtheastHebei2
Thedisasterhappenedandausedaltflss3
AllhpeasntlstarefulreadingT:
N,it’stiefrustreadthetextarefullButbefrereading,ushuldreadsequestinsfirstThesequestinsahelpugetseinfratinquilandeasilNlatthesreen,andreadthequestinsShnthesreen1
hatnaturalsignsfaingdisastererethere?
2
anuthinfsereasnshthesesignseren’tntied?
3
hateventsprbabladethedisasterrse?
4
hatsituatinsprbabladethedisasterrse?
Herethesurvivrsheld?
StepV
ExtensinShthequestinsnthesreen1
Frhsepintfvieareeventsdesribed?
Hdun?
2
hatisthedfthispassage?
Hisitreated?
3
hduthintheriterhsestexpresshisfeelingsabutthequaeratherthansiplreprtinghathadhappened?
4
histhetitleANIGHTTHEEARTHDIDN’TSLEEP?
hatdesthesentene“Sll,theitbegantbreatheagain”ean?
Ansers:
1
Heusesthird-persntdesribethequaeHisdesriptinisverbetiveFrexaple,thesendsenteneinthethirdparagraphTheritersas:
“Everherethelednearleverthingasdestred”Theriterusestheinsteadfe2
ThedisseriusandabitsadItisreatedbgivingdetailsfhanpepleandanialsereilledrinured,andhanbuildingseredestred3
Althughtheriterasntthere,hefeltsadfrthepeplefTangshanHensthatsepersnalfeelingsillaethereadingreinteresting4
Ithinthereasnisthat,asusual,nightisthetietsleep,andnightshuldbesafeandquietButthatnighteverthinghangedTheriterusesANIGHTTHEEARTHDIDN’TSLEEPasatitletshhterribleandhunusualthenightas
HereeanseethattheriterparedtheittapersnhsufferedaltinthedisasterHefeltherpain,andherriedabutherShenhesaidthatpepleaethelpher,eanfeelhisfeelingsttheitTheitillntdie,shehashpeandsheanreverfrthepainStepVIprehendingAnserstExx1-31
2E
3B
4D
A2
Theallsfthevillagesellshadrasinthe2Radsgthugeras3Bribuildingseredestred4ThearhelpedthesurvivrsSheltersereputupfrthseithnhes3
StrangethingserehappeningintheuntrsideinnrtheastHebei1
Thedisasterhappenedandausedaltflss2
AllhpeasntlstStepVIIHer后反思：
总体感觉上，本节上得比较成功，心情愉快。
基本上完成了教学任务。
学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。
但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。
在今后的教学中要加强语句表达方面的训练。
THESENDPERID:
READINGStepIRevisinTeaherhethestudents’herbshingtheanserstexerises1-2intheLearningabutlanguageAnserstExerise11
pipe2da3shed4inuredell6anal7ruins8agreatnuberf9atanend10bur11rise12resue13steaAnserstExerise2Agreatnuberf,da,ell,anals,stea,ruinsinured,shed,burT:
Befreebegintda’slass,pleaseguesstheeaningfthesesentenes1
Sallinidentsfretellbigevents2Blessingsnevereinpairsandisfrtunesneveresingl3herethereislife,thereishpeS1:
Thefirstsenteneeanspepleshuldpaattentintthesallthings,beausethesethingsftenauseunexpetedeventsustliehatehavelearnedinthetextS2:
Thestiprtantthingintherldislifeithutlife,everthingilllseitseaningS3:
IteanseverthinghasitstsidesAlthughthedisasteristerrible,andeanntavidit,itanfreusttrurbesttfretellitreexatlandreduethelssausedbthedisasterStepIIReading,ritingandspeaingAthanspeehTheteaher’saintasisttellstudentsseprblesthatappearedintheirritingsShthesaplenthesreen,andasthestudentstreadit,andfindsethingthatareusefulSapleGdrning,LadiesandGentleennaeisangeiAtfirst,I’dlietthanrZhangandtheitfTangshanfrthehnrftalingtuI’dalslietthaneahfuteheretdafrthisspeialasinTent-nineearsag,eexperienedtheterribleearthquae,hihpleteldestredeverthingintheitAndtent-nineearslater,egettgetherinthisbeautifulparThisparaesebelievethateareindeedinthe“Braveitfhina”HereI’dlietthanallfu,espeiallthsehredhardtsavethesurvivrsDuringthsedas,ufrgtthedangeranddevtedurselvestdiggingutthseheretrappedinruinsBuringthedead,andbuildingsheltersandsnI’surethepepleinTangshanillneverfrgetu!
henIalinthebradstreet,andseethenehusesandffies,Ian’thelpexpressingthansfrthsehrebuilttheitithin13earsAlsean’tfrgetuIbelieveuritbeerebeautifulinfutureThespiritfitspeplehasbeenandillalasbestrngfrever!
ThanuTinuteslater
T:
hatduthinfthespeeh?
S1:
Thespeehisverfluent
S2:
TheriterusesanAttributivelausesIdn’tnhtusethestruture
T:
Itdesn’tattere’lllearnitnexttieNlet’sgthrughexerise4,it’santherritingtasAlittletalAdelspeehhasbeengiventthestudentsThestudentsshuldpletethesentenesafterlingatthedesignftheneTangshanstapsThespeehesahaveandifferentntentsLetthestudentspaattentintthispint:
theaudieneisthesaeiththeneInthelastspeehT:
eanseetherearefurstapsshingneTangshananudesribeeahftheithaferds?
S1:
HusingnditinsfrthefirststapS2:
StreetsenerfneTangshanfrthesendstapS3:
IndustrfrthethirdneS4:
eantransprtfrthelastneAnutlineShthequestinsnthesreen1
hisanutlineiprtant?
2
hatshuldanutlineinlude?
3
hisaheadlineiprtant?
4
hatarethestepstfinishanespaper
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